A Systematic Review of Tactile Prompting in Teacher Education

Abstract

Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted.

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

“…In addition to the ceiling effect on the number of unique statements, previous research suggests cognitive load may also play a factor in limiting the number of unique statements (Markelz, Scheeler, et al, 2019). In a classroom with competing stimuli, teachers are often focused on their pedagogy, curricular content, and reacting to management issues (Maag, 2001).…”

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

“…Tactile prompting devices provide a vibratory cue to remind teachers to praise or deliver a token on a continuous loop (e.g., every 3 min). Previous studies on tactile prompting have seen positive results with simple tactile prompting devices or apps for phones and smartwatches (Markelz, Scheeler, et al, 2019). The important aspect of reinforcing engagement with praise or token economies is to implement the strategy over time and with fidelity.…”

“…Research suggests that teachers often forget to deliver praise or tokens during the flurry of normal classroom activities (Markelz, Scheeler, et al, 2019). In fact, too often teachers resort to reprimands to decrease undesirable behaviors, rather than reinforce desirable behaviors (Caldarella et al, 2019).…”

Teachers’ Use of Specific, Contingent, and Varied Praise

“…It is also important for teachers to consider function or whether their use of targeted praise (over time) improves student behavior (Brophy, 1981; Markelz & Taylor, et al, 2019). Teachers are more likely to react (e.g., redirect or reprimand) to student inappropriate behavior than praise appropriate behavior (Reinke et al, 2013).…”